Indian Journal of Applied Basic Medical Sciences
Year: 2020, Volume: 22(A), Issue. (1)
Online ISSN: 2249-7935
Print ISSN: 0975-8917

Competency Based Medical Education (CBME) – a Challenge in India
Swapnali S. Kadam
Associate Professor, Department of Physiology, RGMC & CSMH, Kalwa, Thane.

Online Published on 02-Jan-2020


Competency Based Medical Education (CBME) has been implemented Pan-India from the academic year 2019-20. The goal of the new curriculum is to have a competent ethical Indian Medical graduate who will acknowledge the social obligations for the health rights of all citizens and work efficiently to achieve it. The CBME document has been meticulously made with new additions of Foundation course, AETCOM (Module), Self Directed Learning, Electives, Early Clinical Exposure, Extra Curricular Activities and sports, & Exit examination other than subject wise competencies. Progressive complexity of predetermined core or noncore competencies in different domains along with proficiency table is specified in this document. It has the freedom of formation of curriculum at the institute and assessment at university level. The features of Competency Based Medical Education are that it is outcome based with behavior, skill and knowledge application. CBME has multiple authentic assessment tools. It has shared responsibility between student and teacher with variable time of completion. In India, Medical Council of India has adopted a hybrid approach of Competency Based Medical Education as different phases are time dependent. To achieve a specific competency, specific period has been given and at the end of every phase summative examination is scheduled. There is no freedom for students to finish the phase early or late which is the distinctiveness of CBME. Early clinical exposure, electives was really much needed in curricula and will be of advantage to curriculum.The emphasis of Competency Based Medical Education is imparting a perfect blend of precise experiences at workplace to acquire the skills with right attitude by the medical graduate. There is a gap between practice & medical education which can be filled by having competent graduates. Uniform education and shared responsibility between teacher and student to complete the goal of CBME are few of the assumptions. The problem is with implementation of these assumptions in the Indian scenario. Just merely copying global concepts of curricula in medical education may not be able to outline the medical practice in India. Similar to financial extremity; we are at different extremes of medical practices catering to poor and rich, accessible and non accessible areas; also in medical education well established institutes and peripheral institutes, government and private institutes & so on. Because of these, challenges faced by different institutes vary. Very few institutes which have fair and righteous work culture are actually competent for implementations of CBME, the remaining need to improve soon.